CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter is divided into three sections. They are conclusions, implications and suggestions. The explanation of each point is presented below.
A. Conclusions
In this research, there are three conclusions. The conclusions in regard to the
results of the action research are as follows.
1. There were some problems related to the speaking teaching and learning process
in SMK Muhammadiyah 3 Wates. There were two main aspects in this research. The first is the students’ aspect: they had difficulties in gaining and developing
ideas, lacked vocabulary mastery, had low grammar accuracy, lacked self confidence in speaking, produced ungrammatical correct sentences, had poor
words pronunciation, had low enthusiasm in joining the teaching and learning process, and never bring a dictionary to help them in the teaching and learning
process. The second is the teacher aspect: the teaching and learning process was teacher-centered, the activities were monotonous, the media used were not
attractive, the teacher never corrected the students’ mistakes in speaking, and the teacher had very soft voice. Based on the research team discussion, this research
was focused on the students’ speaking fluency and confidence particularly in speaking class. Based on the discussion of the research team, it was agreed to
provide wider opportunities to help the students’ explore their ability. Therefore, the use of pictures could facilitate the students’ need of chances.
2. In the implementation of the use of pictures, this research was implemented in
two cycles. Due to the limited time, this research was done in three meetings in Cycle I and two meetings in Cycle II. In Cycle I the main project was describing
people, cartoon characters, and animal which was done individually in February 2014 and supported by some activities which were taught in three meetings. The
accompanying activities were using interesting technique such as playing interactive games, implementing classroom discussion and pair work, applying
many interesting activities describing their relatives, describing the students’ favourite superhero, describing their pets and lovely animal, giving oral and
written feedback, and managing the classroom using classroom English, grouping the students.
3. The students’ enthusiasm improved after the researcher using the interesting
media. First, the students were passive in joining the teaching and learning process, after the researcher implementing this activity the students were more
actively engaged in the teaching and learning process. In Cycle II, the researcher asked the students to tell their experience as the main project. Meanwhile, the
supported technique used was giving rewards. The improvement of the students’ confidence could be seen from their involvement in the speaking class. The
mistakes related to the pronunciation in the students’ speaking decreased.
B. Implications
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